department of mathematical sciences school of science and technology
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Department of Mathematical Sciences School of Science and Technology. B.A. in Mathematics CIP Code: 27.0101 Program Code: 150. Student-Learning Outcomes. 1 . Knowledge of Mathematical Content 1.a. Demonstrate a conceptual understanding of and procedural facility - PowerPoint PPT PresentationTRANSCRIPT
Department of Mathematical Sciences
School of Science and Technology
B.A. in MathematicsCIP Code: 27.0101Program Code: 150
1Program Quality Improvement Report 2009-2010
Student-Learning Outcomes
2Program Quality Improvement Report 2009-2010
1. Knowledge of Mathematical Content1.a. Demonstrate a conceptual understanding of and procedural facility
with basic calculus concepts. 1.b. Apply concepts from algebra, geometry, and trigonometry in solving
problems involving calculus. 1.c. Use the principles of multiple variable calculus. 1.d. Apply basic set operations. 1.e. Apply basic propositional and predicate logic. 1.f. Use the concepts of relation and equivalence relation. 1.g. Apply fundamental ideas of linear algebra. 1.h. Demonstrate competency with ordinary differential equations and
their applications. 1.i. Apply the concept of sequence & infinite series. 1.j. Apply major concepts of abstract algebra. 1.k. Analyze functions of one and two variables.
Student-Learning Outcomes
3Program Quality Improvement Report 2009-2010
2. Knowledge of Reasoning and Proof.2.a. Develop and evaluate mathematical arguments and proofs. 2.b. Select and use various types of reasoning and methods of proof.
3. Knowledge of Mathematical Representation and Problem Solving3.a. Solve problems that arise in mathematics and those involving
mathematics and other contexts. 3.b. Select, apply and translate among mathematical representations to
solve problems. 4. Knowledge of Mathematical Communication
4.a. Communicate mathematical thinking coherently and clearly to peers, faculty and others.
4.b. Use the language of mathematics to express ideas precisely.
Student-Learning Outcomes
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5. Knowledge of Technology5.a. Use knowledge of mathematics to select and use appropriate
technological tools, such as, but not limited to, graphing calculators and computer algebra systems (e.g. Mathematica and MATLAB).
5.b. Solve problems using an object oriented programming language and its corresponding operating system.
5Program Quality Improvement Report 2009-2010
Alignment of Learning OutcomesAlignment with Cameron University's Mission Statement
“Cameron University provides a diverse and dynamic student body access to quality educational opportunities; … prepares students for professional success, responsible citizenship, life-long learning, and meaningful contributions to a rapidly changing world ...”
• Dissemination of knowledge• Appreciation of mathematics• Beauty of mathematics in solving real world application
problems• Strong foundation of mathematics for acquiring knowledge,
skills, and attitudes for a lifetime of learning• Graduates pursue graduate studies or obtain careers in
private or government sectors
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Alignment of Learning OutcomesAlignment with School of Science and Technology’s
Mission Statement
“The mission of the Cameron University School of Science and Technology is to educate students in an intellectual atmosphere based on excellence in academic work, …to deliver student support which gives our students the skills and confidence to excel as lifelong learners; to ensure success of graduates in a diverse and ever-changing environment;… and to support community efforts relevant to the School mission.”
• Strong knowledge base and quantitative skills• Gain useful skills as well as an appreciation for the subject• Tutoring opportunities• Internship opportunities
7Program Quality Improvement Report 2009-2010
Alignment of Learning OutcomesAlignment with Department of Mathematical Sciences’
Mission Statement
The mission of the Mathematical Sciences Department at Cameron University is to provide quality educational experiences in all mathematics and statistics courses …provide all students, both majors and non-majors, with the knowledge and skills needed for life-long learning, as well as an appreciation for the beauty and power of mathematics… majors will acquire a broad and solid base in mathematics, enabling them to continue their education in graduate school or to pursue careers in teaching, industry, or government.
• Mathematical knowledge and skills needed to excel in their desired academic program• Appreciation for the beauty and power of mathematics
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Alignment of Learning OutcomesAlignment with Cameron University’s Strategic Plan
• Tools necessary for graduates to successfully compete in the job market both today and into the future• Familiarity with present technologies • Ability to communicate mathematics effectively• Solid foundation in mathematics• Tutoring opportunities• Internship opportunities
Program Quality Improvement Report 2009-2010 9
Program Assessment MeasuresDirect Measures
• Entry-level Assessment• Calculus and Analytical Geometry Final Questions• Technology for Mathematics Assessment
• Mid-level Assessment• Mid-level Assessment Exam• Technology for Advanced Mathematical Assessment
• Upper-level Assessment• Major Field Achievement Test• Differential Equations Assessment
Program Quality Improvement Report 2009-2010 10
Program Assessment Measures
Indirect Measures
• The Written Survey of Graduates
Report on Previously Chosen Priority Outcomes
Learning Outcome 1.aDemonstrate a conceptual understanding of and procedural facility with basic calculus concepts.
This outcome is assessed by all of the assessments presently developed, but we chose to focus upon the entry-level assessment in MATH2215 – Calculus & Analytical Geometry I.
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Learning Outcome 1.a
A pre-test was developed and administered in all Calculus I and Elementary Calculus courses to assess the students' ability with algebra and trigonometry (Calculus I only). Based upon the results of this pre-test, students demonstrating serious deficiencies in these areas were then to be referred to the Mathematics Laboratory for additional help and were to meet with the instructor of the course during office hours to improve their skills.
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Report on Previously Chosen Priority Outcomes
Learning Outcome 1.bApply concepts from algebra, geometry, and trigonometry in solving problems involving calculus.
This outcome is assessed by most of the assessments given, but was chosen to be part of the previous outcome, since both were chosen to be part of the improvements to MATH2215.
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Report on Previously Chosen Priority Outcomes
Learning Outcome 2.bSelect and use various types of reasoning and methods of proof.
This outcome was not assessed by any of the assessments, so was chosen so an assessment could be developed.
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Report on Previously Chosen Priority Outcomes
Learning Outcome 2.b
Proofs are presently being collected from all students in a particular class in order to evaluate the class as a whole.
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Report on Previously Chosen Priority Outcomes
Student-learning Outcome and MeasurementsOutcome 1.b
PROGRAM OUTCOME
CURRICULUM AREA OR TARGET AUDIENCE
MEASUREMENTS OF STUDENT LEARNING OR SERVICE OUTCOME
Measurements
Methods used to determine validity of measurement instruments
Methods used to determine reliability of measurements
Schedule for measurements
1.b.Apply concepts from algebra, geometry, and trigonometry in solving problems involving calculus
Required coursesMATH 2215MATH 2235MATH 2244MATH 4483
Entry level – Embedded questions in final for MATH 2215
Mid level – Questions on mid-level assessment test given in MATH 2613
Upper level – MFT
Questions were developed by subcommittee of faculty to align with learning outcome (Entry level and Mid level)
MFT is nationally normed tested
Questions are determined to be correct or not (only one correct answer)
From ETS
MATH 2215 – Every semester
MATH 2613 – Every Fall semester
MATH 4483 – Every Spring semester
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Entry-level AssessmentNumber and Percentage of Students Scoring in Each Category
LearningOutcome Task
Fall 2007 –Sum 2008(41 total)
Fall 2008- Sum 2009 (70 total)
Fall 2009- Sum 2010 (80 Total)
1.b. Matching Correct Interpretation for Integrals – 3 or 2 correct 34 (83%) 41 (59%) 62 (78%)Correct Interpretation for Derivatives – 5 or 4 correct 38 (93%) 42 (60%) 67 (84%)Correct Differential Equation 29 (71%) 27 (39%) 48 (60%)Correct Rate of Change 21 (51%) 18 (26%) 41 (51%)Correct Area 29 (71%) 7 (10%) 40 (50%)Evaluated Limit Correctly 27 (66%) 4 (6%) 36 (45%)
Program Quality Improvement Report 2009-2010
Student-learning Outcome and MeasurementsOutcome 1.b
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*Two additional questions were added covering this learning outcome for the Fall 2007 test.
Mid-level Assessment Percentage of Students Scoring in Each Category
Percent of correct answers
n =14
Percent of correct answers
n=18
Percent of correct
answers n=13
Percent of correct answers
n=13
Learning Outcome Fall 2006 Fall 2007 Fall 2008 Fall 2009Apply concepts from algebra, geometry and trigonometry in solving problems involving calculus (1.b.) *
43% 50% 46% 54%
Program Quality Improvement Report 2009-2010
Student-learning Outcome and MeasurementsOutcome 1.b
19Program Quality Improvement Report 2009-2010
Mid-level Assessment ExamPercentage of Students Scoring in Each Category
Does Not Meet Standards
Meets Standards
Exceeds Standards
Total
1.b. Fall 2007 (n=18) 50% 33% 17% 100% Fall 2008 (n=13) 38% 54% 8% 100% Fall 2009 (n=14) 29% 57% 14% 100%
Student-learning Outcome and MeasurementsOutcome 1.b
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Major Field Achievement TestAverage and National Percentages for Students Scoring in Each Category
Scores are formatted as follows: Average of Raw Scores (Percentage of National Average) Overall 1.b: Calculus Indicator
Spring 2005 (n=18) 149.2 (35%) 30.1 (30%)
Spring 2006 (n=16) 145.7 (10%) 29.3 (20%)
Spring 2007 (n=6) 140.0 (1%) 31.0 (25%)Spring 2008 (n=7) 159.0 (65%) 37.0 (60%)Spring 2009 (n=8) 151.0 (30%) 33.0 (35%)Spring 2010 (n=9) 151.0 (40%) 31.0 (25%)
Student-learning Outcome and MeasurementsOutcome 1.b
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MFT Multi-Year Trend Analysis for Percentiles
0
10
20
30
40
50
60
70
2005 2006 2007 2008 2009 2010
Year
Per
cen
tag
e
Overall1.b
Student-learning Outcome and MeasurementsOutcome 1.b
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Differential Equation ProjectPercentage of Students Successfully Completing Each Criteria
Criteria(Along with objective tested.)
Spring 2008(n=7)
Spring 2009 (n=13)
Spring 2010 (n=16)
Initial Value Problems are correctly evaluated. (1.a.) 100% 100% 100%
Analytical differentiation is successfully carried out. (1.a.)
100% 100% 100%
Analytical integration is successfully carried out. (1.a.) 100% 100% 100%
Student-learning Outcome and MeasurementsOutcome 1.b
Action Plan for Student-Learning OutcomeOutcome 1.b
The initial results of the calculus pre-test determined that a surprising majority of students were deficient in their ability to solve the problems given on the pre-test. In discussing these results, the consensus was to forego the pre-test and instead focus on addressing these issues in College Algebra by instituting a common final exam to be used in all sections of College Algebra. This will be used to ensure a uniform level of knowledge and understanding between all sections and may be expanded in the future to the remedial algebra courses.
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PROGRAM OUTCOME
CURRICULUM AREA OR TARGET AUDIENCE
MEASUREMENTS OF STUDENT LEARNING OR SERVICE OUTCOME
Measurements
Methods used to determine validity of measurement instruments
Methods used to determine reliability of measurements
Schedule for measurements
2.b.Select and use various types of reasoning and methods of proof
MATH2613MATH3013MATH3213MATH3302MATH3613MATH4423MATH4483
None currently – Please see action plan
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Student-learning Outcome and MeasurementsOutcome 2.b
Develop a rubric to assess the proofs collected in Foundations of Mathematics (MATH 2613), Linear Algebra (MATH 3013), Abstract Algebra (MATH 3213) and Introduction to Real Analysis (MATH 4483). This rubric will then be used by a faculty member who is not teaching the respective course to grade the proofs. Data collected will be analyzed to determine students’ performance on learning outcome 2.b.
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Action Plan for Student-Learning OutcomeOutcome 2.b
PROGRAM OUTCOME
CURRICULUM AREA OR TARGET AUDIENCE
MEASUREMENTS OF STUDENT LEARNING OR SERVICE OUTCOME
Measurements
Methods used to determine validity of measurement instruments
Methods used to determine reliability of measurements
Schedule for measurements
5.a.Use knowledge of mathematics to select and use appropriate technologies tools, such as, but not limited to, graphing calculators or computer algebra systems (e.g. Mathematica and MATLAB)
MATH1001MATH2215MATH3001MATH3013MATH3302MATH4113MATH4433STAT3023STAT3113
None currently – Please see action plan
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Student-learning Outcome and MeasurementsOutcome 5.a
With the approval of MATH 1001 and MATH 3001, assessments are still needed for these classes in order to measure how well students are meeting objective 5.a. These assessments will likely have to be tailored to the particular technology used.
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Action Plan for Student-Learning OutcomeOutcome 5.a
Published information on graduates
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Academic Year 09-10 Entered Graduate School Working In Discipline Other
Summer 2009 0 2 0
Fall 2009 0 1 1
Spring 2010 0 2 0
Total 0 5 1
Program Quality Improvement Report 2009-2010
Questions?
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